PECULIARITIES OF THE ORGANIZATION OF THE PROCESS OF ADAPTATION OF CHILDREN WITH AUTISM SPECTRUM DISORDERS IN EDUCATIONAL INSTITUTIONS

Abstract

Over the past two decades, there has been a rapid increase in the number of children with autism spectrum disorders (ASD), who study in regular educational institutions and attend various clubs, group classes, sports sections, etc. The stage of transition from the family to the center or institution remains important, in which the child will be without the presence of parents or certain accompaniment for a certain time, will be involved in various types of activities, will follow certain social norms and rules, will communicate with unfamiliar people, children, will form and support new and already acquired skills. The transition stage is an important component for successful socialization and adaptation to a new environment, new people, and the process of self-regulation of a child with autism spectrum disorders. There is no single protocol or method to facilitate the process of involvement; it is individual for each child, based on the spectrum of violations and experience of all participants in the educational process in involving a child with autism spectrum disorders in the group. However, there are certain practical recommendations based on scientific research by both domestic and foreign specialists taking into account the main characteristics of a child with autism spectrum disorders, such as: communication; social skills – the ability to work in a group, to establish contact, to follow elementary rules; behavior – reaction to triggers in the environment and the impact of sensory stimuli on the child himself; the use of alternative assistive communication technologies in order to communicate one’s needs and improve communication between all participants in the educational process; informing others about the various features and differences in the neurodevelopment of children, in order to prevent isolation and non-acceptance of a child with autism spectrum disorders. The use of practical recommendations in one’s work gives a positive result on the child’s involvement in various types of activities, and not his isolation or only individual work or an individual form of education as a way out, if we are talking about the child’s involvement in the educational process.